Learning Styles

  title={Learning Styles},
  author={Harold Pashler and Mark A. McDaniel and Doug Rohrer and Robert A. Bjork},
  journal={Psychological Science in the Public Interest},
  pages={105 - 119}
The term “learning styles” refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them. Proponents of learning-style assessment contend that optimal instruction requires diagnosing individuals' learning style and tailoring instruction accordingly. Assessments of learning style typically ask people to evaluate what sort of information presentation they prefer (e.g., words versus pictures versus speech) and/or what kind of mental… 
Learning Styles to the Test : An Experimental Investigation of the Effect of Matching Learning Preferences with Learning Context
We thank Sharon Westphal and the students in her sections of Psychology 100 for their interest and participation. This research is supported by Differential Tuition at UWEC and the Office of Research
Matching Learning Style to Instructional Method: Effects on Comprehension.
While it is hypothesized that providing instruction based on individuals’ preferred learning styles improves learning (i.e., reading for visual learners and listening for auditory learners, also
Learning Styles, Instructional Strategies, and the Question of Matching: A Literature Review
The study of learning styles is one of interest and debate in current educational circles. The diversity of the field arises from various theoretical foundations and definitions and, therefore,
Learning Styles: Moving Forward from the Myth
Learning styles attempt to describe individual differences among students by identifying students’ preferences in how they learn, and adapting their learning to accommodate that style. Since their
A critical examination of perceptual learning styles in English language teaching
Abstract This article critically reviews the concept of learning styles, particularly the notion of perceptual, that is, visual, auditory and kinaesthetic (VAK), styles. We look at problems with the
An adult learner’s learning style should inform but not limit educational choices
Adult learners are attracted to learning opportunities (e.g. course offers) which seem promising in terms of allowing them to match their choices to their own perceived predispositions. To find out
On the Possibility of Preferred Performance Styles and Their Link to Learning Styles
The existence of individual learnings styles is a hot topic in contemporary education theory and practice. There is an on-going debate on whether learners benefit from teaching methods that are
Experience of Using Felder–Soloman Index of Learning Styles
Education brings about holistic development of an ‘individual’ and depends on learning, which is engendering changes in knowledge, skill, and attitude. Both education and learning are essentially
The learning styles debate: do we need to match up learning styles with presentation styles?
This chapter discusses the controversy related to the study of learning styles, and provides an overview of the challenges and research that document the potential impact, both negative and positive,
Learning Styles: Psychology Shouldn't Condone Mythology
in learners that do result in differential learning outcomes; and (d) some instructional conditions are superior to others for learning specific skills. However, relatively few of the published


Learning styles and pedagogy in post-16 learning: a systematic and critical review
Learning style instruments are widely used but not enough is known about their reliability and validity and their impact on pedagogy in post-16 learning. This report documents work from a project
A Critique of the Research on Learning Styles.
T he primary objective for the study and application of learn ing styles has been to improve the immediate and long-term results of general teaching-learning episodes (for example, Biggs 1988,
The Importance of Learning Style in End-User Training
Findings from a series of studies that examine the influence of a novice's learning style in learning typical EUC tools such as spreadsheets and electronic mail suggest that learning modes is an important predictor of learning performance, both by itself and in interaction with training methods.
Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style? !
Abstract College students (Experiment 1) and non-college adults (Experiment 2) studied a computer-based 31-frame lesson on electronics that offered help-screens containing text (text group) or
Styles of Learning and Thinking Matter in Instruction and Assessment
It is argued that both kinds of styles matter for instruction and assessment in school and shaping lessons based on an awareness that people learn and think in different ways can lead to improved instructional outcomes.
Educational Psychology : Developing Learners
1. Educational Psychology and Teacher Decision Making. I. UNDERSTANDING STUDENT DEVELOPMENT AND DIVERSITY. 2. Cognitive and Linguistic Development. 3. Personal, Social, and Moral Development. 4.
Cognitive styles in the context of modern psychology: toward an integrated framework of cognitive style.
It is suggested that cognitive styles represent heuristics that individuals use to process information about their environment and can be grouped according to the type of regulatory function they exert on processes ranging from automatic data encoding to conscious executive allocation of cognitive resources.
The Influence of Student Locus of Control and Teaching Method on Mathematics Achievement.
This research study analyzed the effects that the cognitive style of locus of control had upon mathematics achievement. Inductive and deductive methods of instruction were utilized to teach a
The Power of Testing Memory: Basic Research and Implications for Educational Practice
  • H. Roediger, Jeffrey D. Karpicke
  • Psychology, Medicine
    Perspectives on psychological science : a journal of the Association for Psychological Science
  • 2006
This article selectively review laboratory studies that reveal the power of testing in improving retention and then turns to studies that demonstrate the basic effects in educational settings, including the related concepts of dynamic testing and formative assessment.
New Conceptualizations of Practice: Common Principles in Three Paradigms Suggest New Concepts for Training
We argue herein that typical training procedures are far from optimal. The goat of training in real-world settings is, or should be, to support two aspects of posttraining performance: (a) the level